Attitudes Toward Emotions

Total Page:16

File Type:pdf, Size:1020Kb

Attitudes Toward Emotions Journal of Personality and Social Psychology © 2011 American Psychological Association 2011, Vol. 101, No. 6, 1332–1350 0022-3514/11/$12.00 DOI: 10.1037/a0024951 Attitudes Toward Emotions Eddie Harmon-Jones and Cindy Harmon-Jones David M. Amodio Texas A&M University New York University Philip A. Gable University of Alabama The present work outlines a theory of attitudes toward emotions, provides a measure of attitudes toward emotions, and then tests several predictions concerning relationships between attitudes toward specific emotions and emotional situation selection, emotional traits, emotional reactivity, and emotion regula- tion. The present conceptualization of individual differences in attitudes toward emotions focuses on specific emotions and presents data indicating that 5 emotions (anger, sadness, joy, fear, and disgust) load on 5 separate attitude factors (Study 1). Attitudes toward emotions predicted emotional situation selection (Study 2). Moreover, attitudes toward approach emotions (e.g., anger, joy) correlated directly with the associated trait emotions, whereas attitudes toward withdrawal emotions (fear, disgust) correlated inversely with associated trait emotions (Study 3). Similar results occurred when attitudes toward emotions were used to predict state emotional reactivity (Study 4). Finally, attitudes toward emotions predicted specific forms of emotion regulation (Study 5). Keywords: discrete emotions, approach motivation, withdrawal motivation, emotion regulation, behav- ioral activation system (BAS) Emotions pervade subjective experience (Izard, 2009), and al- theory by assessing relationships between attitudes toward specific though often perceived as a single subjective state, emotional emotions and emotional traits, emotional reactivity, emotional experience is likely composed of many different elements. Tom- situation selection, and emotion regulation. kins (1962, 1963) and others (Ellsworth, 1994; Izard, 1971) sug- gested that the evaluation of an emotion is part of the experience of emotion. Although the importance of attitudes toward emotions Review of Past Research on Attitudes Toward was recognized almost half a century ago, the empirical study of Emotions them has been rather limited. Most research on this topic has examined cultural differences in attitudes toward emotions and not Izard (1971) considered attitudes toward emotions as part of the examined how these attitudes relate to other emotion-related vari- emotional experience. Most of the questions on his scale asked ables. participants to indicate one of the fundamental emotions as the The present research takes a new perspective on attitudes toward answer. For example, one question asked, “Which emotion do you emotions. By attitudes, we mean subjective evaluations that range most prefer to experience?” Other questions concerned under- from good to bad that are represented in memory; this definition is standing emotions and frequency of experience. Thus, this ques- consistent with social psychological definitions of attitudes (Olson tionnaire measured concepts that are not considered attitudes in & Zanna, 1993). In this research, we examine the relationship contemporary attitudes research, and its attitude questions assessed between attitudes toward the private experience of emotions and one-word (emotion) responses, making it difficult to conduct linear different aspects of emotional experience and responding. We analyses. Subsequent research on attitudes toward emotion used outline a theory of attitudes toward emotions, present a new similar measurements (Sommers, 1984). Moreover, this research method for their measurement, and test specific aspects of the focused on cultural differences. More recently, Eid and Diener (2001) found that different cul- tures have different norms for the expression and experience of This article was published Online First August 15, 2011. various emotions. In their work, participants indicated “how ap- Eddie Harmon-Jones and Cindy Harmon-Jones, Department of Psychol- propriate or desirable it is to experience certain emotions,” and ogy, Texas A&M University; David M. Amodio, Department of Psychol- responses to several one-item questions for each emotion were ogy, New York University; Philip A. Gable, Department of Psychology, assessed. They found a number of differences in the desirability of University of Alabama. different emotions across cultures. For example, individuals in This research was funded in part by grants from the National Science individualistic cultures are more likely to believe that pride is a Foundation (BCS 0643348 and BCS 0921565) awarded to Eddie Harmon- Jones. desirable emotion, whereas individuals in collectivist cultures are Correspondence concerning this article should be addressed to Eddie more likely to believe that guilt is a desirable emotion. Eid and Harmon-Jones, Department of Psychology, Texas A&M University, 4235 Diener noted that their results cast doubt on the classification of TAMU, College Station, TX 77845. E-mail: [email protected] emotions as positive or negative, because an emotion that is 1332 ATTITUDES TOWARD EMOTIONS 1333 considered negative in one culture may be considered positive in Also, our conceptualization emphasizes a specific emotion per- another culture. spective that is interested in differences between emotions such as Tsai, Knutson, and Fung (2006) proposed affect valuation the- fear and anger—emotions that are considered similar in the ideal ory. It proposes that (a) ideal affect, the states that people value affect framework, given that both are high in negative valence and and would ideally like to feel, differs from actual affect, the states arousal. In addition, the present work focuses on attitudes toward that people actually feel; and that (b) cultural factors shape ideal emotions rather than subjective norms about emotions, as in Eid affect more than actual affect, whereas temperament shapes actual and Diener (2001). Moreover, it goes beyond past work that has affect more than ideal affect. Affect valuation theory proposes that focused primarily on cultural differences (as in Eid & Diener, ideal affect refers to a goal and that actual affect refers to a 2001; Tsai et al., 2006), by examining individual differences in response. Whereas ideal affect requires some understanding of attitudes toward emotions within a culture and how they predict different affective states and their contingencies, actual affect does other important emotion-related variables. not. Finally, because this theorizing assumes that most people want We believe that both discrete and dimensional approaches are to feel good, ideal affect should primarily involve different posi- important, and their importance for a given research question tive states, whereas actual affect should instead involve the entire likely depends on the level of analysis of the emotional process spectrum of affective states. Moreover, variation in ideal affect is under consideration (e.g., feeling, physiology, behavioral expres- predicted to be primarily due to cultural ideas and practices. sion). Several dimensions likely underlie discrete emotions. Va- Building on a Valence ϫ Arousal model of affect, Tsai and lence and arousal dimensions have received much research atten- colleagues assessed ideal values for positive versus negative va- tion, but they do not fully capture emotional space, as research has lence as a function of low versus high arousal. European Ameri- revealed important distinctions between fear and anger (Carver & cans were found to value high-arousal positive states more and Harmon-Jones, 2009; E. Harmon-Jones & Peterson, 2008; Lerner low-arousal positive states less than Chinese individuals (Tsai, & Keltner, 2001; Mendes, Major, McCoy, & Blascovich, 2008), 2007). two emotions that occupy identical space in a Valence ϫ Arousal model. Adding the dimension of motivational direction—approach A Theory of Attitudes Toward Emotions versus withdrawal—assists us in understanding some differences between anger and fear, as anger is often approach motivating The present work on attitudes toward emotions extends past (Carver & Harmon-Jones, 2009), whereas fear is often withdrawal work. We conceive of emotional experience as involving many motivating (K. A. Buss et al., 2003). However, the addition of elements. Individuals report differences in feelings of arousal and motivational direction does not assist in separating fear from valence. Individuals also have subjective experiences of the action disgust. Indeed, other dimensions beyond valence, arousal, and tendencies of emotions (Frijda, 1986). And there are likely many motivational direction are important in characterizing emotions other aspects that compose emotional experience. We posit that (Frijda, & Tcherkassof, 1997). part of emotional experience may be the subjective evaluation of In agreement with past research showing many cultural similar- the private emotional experience or the attitude toward emotion. ities in attitudes toward emotions, our theory predicts that the An individual in a bout of anger may feel aroused, may feel range and quality of individual differences in attitudes toward negative about the perceived cause of the anger, may feel tenden- emotions are likely restricted by evolutionary, universal mecha- cies toward screaming, and may really dislike the experience of nisms. In other words, attitudes toward positive emotions, such as anger. joy, are likely more positive than attitudes toward negative emo-
Recommended publications
  • Social Norms and Social Influence Mcdonald and Crandall 149
    Available online at www.sciencedirect.com ScienceDirect Social norms and social influence Rachel I McDonald and Christian S Crandall Psychology has a long history of demonstrating the power and and their imitation is not enough to implicate social reach of social norms; they can hardly be overestimated. To norms. Imitation is common enough in many forms of demonstrate their enduring influence on a broad range of social life — what creates the foundation for culture and society phenomena, we describe two fields where research continues is not the imitation, but the expectation of others for when to highlight the power of social norms: prejudice and energy imitation is appropriate, and when it is not. use. The prejudices that people report map almost perfectly onto what is socially appropriate, likewise, people adjust their A social norm is an expectation about appropriate behav- energy use to be more in line with their neighbors. We review ior that occurs in a group context. Sherif and Sherif [8] say new approaches examining the effects of norms stemming that social norms are ‘formed in group situations and from multiple groups, and utilizing normative referents to shift subsequently serve as standards for the individual’s per- behaviors in social networks. Though the focus of less research ception and judgment when he [sic] is not in the group in recent years, our review highlights the fundamental influence situation. The individual’s major social attitudes are of social norms on social behavior. formed in relation to group norms (pp. 202–203).’ Social norms, or group norms, are ‘regularities in attitudes and Address behavior that characterize a social group and differentiate Department of Psychology, University of Kansas, Lawrence, KS 66045, it from other social groups’ [9 ] (p.
    [Show full text]
  • Applying a Discrete Emotion Perspective
    AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIVE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER Bachelor of Science in Psychology Ashland University May 2015 Submitted in partial fulfillment of requirements for the degree MASTER OF ARTS IN PSYCHOLOGY At the CLEVELAND STATE UNIVERSITY May 2019 We hereby approve this thesis For SARA E. LAUTZENHISER Candidate for the Master of Arts in Experimental Research Psychology For the Department of Psychology And CLEVELAND STATE UNIVERSITY’S College of Graduate Studies by __________________________ Eric Allard, Ph.D. __________________________ Department & Date __________________________ Andrew Slifkin, Ph. D. (Methodologist) __________________________ Department & Date __________________________ Conor McLennan, Ph.D. __________________________ Department & Date __________________________ Robert Hurley, Ph. D. __________________________ Department & Date Student’s Date of Defense May 10, 2019 AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER ABSTRACT While research in the psychology of human aging suggests that older adults are quite adept at managing negative affect, emotion regulation efficacy may depend on the discrete emotion elicited. For instance, prior research suggests older adults are more effective at dealing with emotional states that are more age-relevant/useful and lower in intensity (i.e., sadness) relative to less relevant/useful or more intense (i.e., anger). The goal of the present study was to probe this discrete emotions perspective further by addressing the relevance/intensity distinction within a broader set of negative affective states (i.e., fear and disgust, along with anger and sadness). Results revealed that participants reported relatively high levels of the intended emotion for each video, while also demonstrating significant affective recovery after the attentional refocusing task.
    [Show full text]
  • Content and Methodological Formation Model of a Younger Pupil Value-Oriented Attitude to Reality Based on Historical and Social Science Knowledge
    INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION 2016, VOL. 11, NO. 8, 1833-1848 OPEN ACCESS DOI: 10.12973/ijese.2016.558a Content and Methodological Formation Model of a Younger Pupil Value-Oriented Attitude to Reality Based on Historical and Social Science Knowledge Ranija R. Zakirovaa and Oksana А. Shamigulovab aKazan (Volga region) Federal University, Kazan, RUSSIA; bBashkir State Pedagogical University named after M. Akmulla, Ufa, RUSSIA ABSTRACT One of the most important functions of historical and pedagogical education in modern educational the system is connected with a pupil’s character features development, a value apprehension of social events and a formation of a value-oriented attitude to reality. The main aim of the present article is to describe and analyze the results of a conceptual and methodological model implementation which is based on historical and social science knowledge for a purpose of a formation of value-oriented attitude to reality among younger pupils. The principle methods of this research are: modelling method which allows to observe and trace a value-oriented attitude formation in a step-by-step sequent complex of didactic, methodological and technological historical and social science education components of a primary and secondary education; a method of pedagogical experiment among younger pupils aimed at a formation of a value-oriented attitude to reality on the basis of historical and social science knowledge. The conceptual and methodological model of a value-oriented attitude to reality formed on historical and social science knowledge among younger pupils is discussed and explained in the present paper; the forming conditions of a value- oriented attitude to reality based on historical and social science knowledge among younger pupils are revealed from a pedagogical point of view taking into account pupils’ most sensitive personal development period for pedagogical influence and reality apprehension.
    [Show full text]
  • The Reliability of Subjective Well-Being Measures by Alan B
    The Reliability of Subjective Well-Being Measures by Alan B. Krueger, Princeton University David A. Schkade, University of California, San Diego CEPS Working Paper No. 138 January 2007 The authors thank our colleagues Daniel Kahneman, Norbert Schwarz, and Arthur Stone for helpful comments and the Hewlett Foundation, the National Institute on Aging, and Princeton University’s Woodrow Wilson School and Center for Economic Policy Studies for financial support. Reliability of SWB Measures – 2 Introduction Economists are increasingly analyzing data on subjective well-being. Since 2000, 157 papers and numerous books have been published in the economics literature using data on life satisfaction or subjective well-being, according to a search of Econ Lit.1 Here we analyze the test-retest reliability of two measures of subjective well-being: a standard life satisfaction question and affective experience measures derived from the Day Reconstruction Method (DRM). Although economists have longstanding reservations about the feasibility of interpersonal comparisons of utility that we can only partially address here, another question concerns the reliability of such measurements for the same set of individuals over time. Overall life satisfaction should not change very much from week to week. Likewise, individuals who have similar routines from week to week should experience similar feelings over time. How persistent are individuals’ responses to subjective well-being questions? To anticipate our main findings, both measures of subjective well-being (life satisfaction and affective experience) display a serial correlation of about 0.60 when assessed two weeks apart, which is lower than the reliability ratios typically found for education, income and many other common micro economic variables (Bound, Brown, and Mathiowetz, 2001 and Angrist and Krueger, 1999), but high enough to support much of the research that has been undertaken on subjective well-being.
    [Show full text]
  • Understanding the Mental Status Examination with the Help of Videos
    Understanding the Mental Status Examination with the help of videos Dr. Anvesh Roy Psychiatry Resident, University of Toronto Introduction • The mental status examination describes the sum total of the examiner’s observations and impressions of the psychiatric patient at the time of the interview. • Whereas the patient's history remains stable, the patient's mental status can change from day to day or hour to hour. • Even when a patient is mute, is incoherent, or refuses to answer questions, the clinician can obtain a wealth of information through careful observation. Outline for the Mental Status Examination • Appearance • Overt behavior • Attitude • Speech • Mood and affect • Thinking – a. Form – b. Content • Perceptions • Sensorium – a. Alertness – b. Orientation (person, place, time) – c. Concentration – d. Memory (immediate, recent, long term) – e. Calculations – f. Fund of knowledge – g. Abstract reasoning • Insight • Judgment Appearance • Examples of items in the appearance category include body type, posture, poise, clothes, grooming, hair, and nails. • Common terms used to describe appearance are healthy, sickly, ill at ease, looks older/younger than stated age, disheveled, childlike, and bizarre. • Signs of anxiety are noted: moist hands, perspiring forehead, tense posture and wide eyes. Appearance Example (from Psychosis video) • The pt. is a 23 y.o male who appears his age. There is poor grooming and personal hygiene evidenced by foul body odor and long unkempt hair. The pt. is wearing a worn T-Shirt with an odd symbol looking like a shield. This appears to be related to his delusions that he needs ‘antivirus’ protection from people who can access his mind.
    [Show full text]
  • Distinguishing Neurotic from Prosocial "Guilt": Evidence for the Conceptual
    Distinguishing Neurotic from Prosocial “Guilt”: Evidence for the Conceptual Distinctiveness of Checklist and Scenario Measures by Stefanie M. Tignor B.A. in Psychology, Binghamton University M.A. in Psychology, Northeastern University A dissertation submitted to The Faculty of the College of Science of Northeastern University in partial fulfillment of the requirements for the degree of Doctor of Philosophy July 28, 2016 Dissertation directed by C. Randall Colvin Associate Professor of Psychology ACKNOWLEDGEMENTS First, thank you to my advisor, Randy Colvin, for your ever-impressive expertise, guidance, and support. From my first day to my last you’ve made the Personality Lab feel like home, and I deeply appreciate all that you have taught me. Thanks for always being willing to chat about research or life, and thanks for always cheering me on. To Judy Hall, thank you for all of your support and mentorship over these past few years. Your immense knowledge of psychology and skills as a researcher are an inspiration to me. And of course, thank you for helping me fall in love with meta-analysis. To Nancy Kim, thank you for your insightful and helpful comments on this dissertation, in meetings and via email. It has been much improved thanks to your guidance, and I have greatly appreciated your help throughout the process. Thanks to the many research assistants who helped with this project: Emily Burke, David Kramer, Megan Pinaire, Christina Tebbe, Ronnie Lo, Simone Grant, Alexa Lambros, Fae Kayarian, Kristen Laws, Catherine Martin, Heather Offermann, and Sangjukta Sen Roy. Thank you to my research “brother” and “sister” Sun Park and Krista Hill; your welcoming nature and willingness to help a lost first-year will never be forgotten.
    [Show full text]
  • Attitudes: Content, Structure and Functions 6 Geoffrey Haddock and Gregory R
    9781405124003_4_006.qxd 10/31/07 3:00 PM Page 112 Attitudes: Content, Structure and Functions 6 Geoffrey Haddock and Gregory R. Maio KEY CONCEPTS affective component of attitude attitude attitude–behaviour relation attitude function attitudinal ambivalence behavioural component of attitude cognitive component of attitude explicit measures of attitude implicit measures of attitude mere exposure effect MODE model multicomponent model of attitude one-dimensional perspective of attitudes self-monitoring self-perception theory socially desirable responding theory of planned behaviour theory of reasoned action two-dimensional perspective of attitudes 9781405124003_4_006.qxd 10/31/07 3:00 PM Page 113 CHAPTER OUTLINE The study of attitudes is at the core of social psychology. Attitudes refer to our evaluations of peo- ple, groups and other types of objects in our social world. Attitudes are an important area of study because they impact both the way we perceive the world and how we behave. In this chapter, we introduce the attitude concept. We consider how attitudes are formed and organized and discuss theories explaining why we hold attitudes. We also address how social psychologists measure atti- tudes, as well as examining how our attitudes help predict our behaviour. Introduction All of us like some things and dislike others. For instance, we both like the Welsh national rugby team and dislike liver. A social psychologist would say that we possess a positive attitude towards the Welsh rugby team and a negative attitude towards liver. Understanding differences in attitudes across people and un- attitude an overall evaluation of a stimulus covering the reasons why people like and dislike different things object has long interested social psychologists.
    [Show full text]
  • The Influence of Affect on Attitude
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Apollo Clore, G. L., & Schnall, S. (2005). The influence of affect on attitude. In D. Albarracín, B. T. Johnson, & M. P., Zanna (Eds.), Handbook of attitudes (pp. 437-489). Mahwah: Erlbaum. 11 The Influence of Affect on Attitude Gerald L. Clore Simone Schnall University of Virginia AFFECTIVE INFLUENCE ON ATTITUDE Priests of the medieval Catholic Church understood something about the relationship between affect and attitude. To instill the proper attitude in parishioners, priests dramatized the power of liturgy to save them from Hell in a service in which the experience of darkness and fear gave way to light and familiar liturgy. These ceremonies "were written and performed so as to first arouse and then allay anxieties and fears" (Scott, 2003, p. 227): The service usually began in the dark of night with the gothic cathedral's nave filled with worshippers cast into total darkness. Terrifying noises, wailing, shrieks, screams, and clanging of metal mimicked the chaos of hell, giving frightened witnesses a taste of what they could expect if they were tempted to stray. After a prolonged period of this imitation of hell, the cathedral's interior gradually became filled with the blaze of a thousand lights. As the gloom diminished, cacophony was supplanted by the measured tones of Gregorian chants and polyphony. Light and divine order replaced darkness and chaos (R. Scott, personal correspondence, March 15, 2004). This ceremony was designed to buttress beliefs by experience and to transfigure abstractions into attitudes. In place of merely hearing about "the chaos and perdition of hell that regular performances of liturgy were designed to hold in check" (Scott, 2003), parishioners should actually feel reactions of fear and confusion when contemplating Hell, and of hope and relief at the familiar sounds of liturgy.
    [Show full text]
  • Resistance to Attitude Change: Applications of the Value Bonding Model to Interpersonal Attitudes
    71-7442 EDWARDS, John David, 1943- RESISTANCE TO ATTITUDE CHANGE: APPLICATIONS OF THE VALUE BONDING MODEL TO INTERPERSONAL ATTITUDES. The Ohio State University, Ph.D., 1970 Psychology, general University Microfilms, A XEROX Company, Ann Arbor, Michigan RESISTANCE TO ATTITUDE CHANGE: APPLICATIONS OP THE VALUE BONDING MODEL TO INTERPERSONAL ATTITUDES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosohpy in the Graduate School of the Ohio State University by John David Edwards, B.S., M.A. * * # # # The Ohio State University 1970 Approved by Adviser Department of Psychology ACKNOWLEDGMENTS There is no doubt that my interests and competence as a psychologist which are partly reflected in this thesis have been formed by five well-spent years of association with my adviser, colleague, and friend, Thomas M. Ostrom, To Dr, Ostrom I give special thanks for his guidance and support throughout my graduate career. His unique combination of scholarship and fraternity has made our association doubly rewarding. I also thank the other members of the dissertation reading committee, Drs. Timothy C. Brock, Milton D. Hakel and Dean H. Owen for the time and interest they invested on behalf of this work and for their sugges­ tions which improved it. Many people have participated in various stages of the research reported here. David Poor, Lome Rosenblood and Robert Welles lent their computer skills which greatly facilitated data analysis. The clerical assistance of Rebecca Edwards, Susan Rieger and Eileen Timmerman is also gratefully acknowledged. Thanks are due to Joyce Decker for typing the final manuscript. I owe an immeasureable debt to my friends and family ii whose expressions of interest and confidence have been motivating and reinforcing.
    [Show full text]
  • Trait Positive and Negative Emotionality Differentially Associate Withdiurnal Cortisol Activity Karissa G
    Bryn Mawr College Scholarship, Research, and Creative Work at Bryn Mawr College Psychology Faculty Research and Scholarship Psychology 2016 Trait positive and negative emotionality differentially associate withdiurnal cortisol activity Karissa G. Miller Aidan G.C. Wright Laurel M. Peterson Bryn Mawr College, [email protected] Thomas W. Kamarck Barbara A. Anderson See next page for additional authors Let us know how access to this document benefits ouy . Follow this and additional works at: http://repository.brynmawr.edu/psych_pubs Part of the Psychology Commons Custom Citation Miller et al. "Trait positive and negative emotionality differentially associate withdiurnal cortisol activity." Psychoneuroendocrinology 68 (2016); 177-185. This paper is posted at Scholarship, Research, and Creative Work at Bryn Mawr College. http://repository.brynmawr.edu/psych_pubs/47 For more information, please contact [email protected]. Authors Karissa G. Miller, Aidan G.C. Wright, Laurel M. Peterson, Thomas W. Kamarck, Barbara A. Anderson, Clemens Kirschbaum, Anna L. Marsland, and Matthew F. Muldoon This article is available at Scholarship, Research, and Creative Work at Bryn Mawr College: http://repository.brynmawr.edu/ psych_pubs/47 Psychoneuroendocrinology 68 (2016) 177–185 Contents lists available at ScienceDirect Psychoneuroendocrinology journal homepage: www.elsevier.com/locate/psyneuen Trait positive and negative emotionality differentially associate with diurnal cortisol activity a,∗ a b a Karissa G. Miller , Aidan G.C. Wright , Laurel
    [Show full text]
  • Virtual Reality, Presence, and Attitude Change: Empirical Evidence from Tourism
    Tourism Management 66 (2018) 140e154 Contents lists available at ScienceDirect Tourism Management journal homepage: www.elsevier.com/locate/tourman Virtual reality, presence, and attitude change: Empirical evidence from tourism * Iis P. Tussyadiah a, , Dan Wang b, Timothy H. Jung c, M.Claudia tom Dieck d a School of Hospitality and Tourism Management, University of Surrey, 56AP02 Austin Pearce Building, Guildford, GU2 7XH, United Kingdom b School of Hotel and Tourism Management, The Hong Kong Polytechnic University, 17 Science Museum Road, TST East, Kowloon, Hong Kong c Faculty of Business and Law, Manchester Metropolitan University, C2.27 Cavendish Building, Cavendish Street, Manchester, M15 6BG, United Kingdom d Faculty of Business and Law, Manchester Metropolitan University, Righton Building, Cavendish Street, Manchester, M15 6BG, UK highlights Sense of presence during VR leads to positive attitude change toward destination. The effect of presence on enjoyment of VR confirms VR as hedonic experience. Change in attitude leads to visit intention, confirming the persuasiveness of VR. VR is more persuasive when virtual environment conveys its situated affordances. article info abstract Article history: The rapid development of virtual reality (VR) technology offers opportunities for a widespread con- Received 3 July 2017 sumption of VR tourism content. It also presents challenges to better understand the effectiveness of VR Received in revised form experience in inducing more favorable attitude toward tourism destinations and shaping visitation 27 November 2017 intention. Based on two studies, one conducted in Hong Kong with 202 participants and another in the Accepted 3 December 2017 United Kingdom with 724 participants, this research identified several positive consequences of the sense of presence in VR experiences.
    [Show full text]
  • Attitude Change in Competitive Framing Environments? Open-/Closed-Mindedness, Framing Effects, and Climate Change Erik C
    Journal of Communication ISSN 0021-9916 ORIGINAL ARTICLE Attitude Change in Competitive Framing Environments? Open-/Closed-Mindedness, Framing Effects, and Climate Change Erik C. Nisbet1,P.S.Hart2, Teresa Myers3, & Morgan Ellithorpe1 1 School of Communication, The Ohio State University, Columbus, OH 43201, USA 2 Department of Communication Studies, University of Michigan, Ann Arbor, MI, USA 3 Center for Climate Change Communication, George Mason University, Fairfax, VA, USA Framing scholarship on policy issues has primarily focused on how competitive message environments alter framing effects or how individual differences moderate the impact of frames. This study combines both of these focal areas by examining how individual open- /closed-mindedness moderates framing effects about climate change within competitive and noncompetitive framing contexts. Contrary to previous scholarship, our experimental study finds effects on attitudes in the competitive framing condition, but not the noncompetitive framing condition. The framing effects found in the competitive condition were contingent upon individual differences in open-/closed-mindedness. Analysis shows that individual open-/closed-mindedness influences framing effects in part by altering the effects of frame exposure on the perceived costs and benefits of government climate policies. doi:10.1111/jcom.12040 Over the last 20 years, a significant amount of scholarship within the field of communication has investigated the influence of framed messages on audience attitudes and behaviors. However, an emerging critique of much of this research questions its external validity, as experimental participants are typically exposed to single-sided messages that do not realistically model the competitive message environments in which most individuals are embedded. There is currently a dearth of research examining how framing effects may operate differently within competitive message environments compared to noncompetitive environments.
    [Show full text]